Debriefing is the most critical element in the use of simulation as a teaching-learning strategy. If there is no time to debrief the experience, then doing the simulation provides no benefit to the student(s). Debriefing occurs immediately after the simulated experience and promotes understanding and transfer of knowledge to build new knowledge. Regardless of the debriefing technique used, the goal of debriefing is to create a safe environment and facilitate a discussion that allows students to intentionally reflect upon what they have experienced. Debriefing is where students reflect on their actions to create new knowledge for future action(s).
Criterion 1: The debrief is facilitated by a person(s) competent in the process of debriefing. *
Criterion 2: The debrief is conducted in an environment that is conducive to learning and supports confidentiality, trust, open communication, self-analysis, feedback, and reflection.*
Criterion 3: The debrief is facilitated by a person(s) who can devote enough concentrated attention during the simulation to effectively debrief the simulation-based experience. *
Criterion 4: The debrief is based on a theoretical framework for debriefing that is structured in a purposeful way.*
Criterion 5: The debrief is congruent with the objective and outcomes of the simulation-based experience. *
*The INACSL Standards Committee (2016, December). INACSL Standards of Best Practice: SimulationSM: Debriefing. Clinical Simulation in Nursing, Volume 12 (S), S21-S25. http://dx.doi.org/10.1016/j.ecns.2016.09.008.